CFMPA pushes for boost of TAKS scores

Valerie Clifton

Published 7:00 pm, Tuesday, October 24, 2006

(CFMPA) is an organization that disseminates info about Cy-Fair Independent School District to all parents regardless of ethnicity," said CFMPA secretary and founding member DeBra Edwards. "We came into being in 1991 because the minority children in Cy- Fair were failing TAAS at a rate of 70 percent and now the TAKS at 60 percent to 70 percent."

The association is pushing to make the curriculum tougher for everyone, not just minorities.

"I'd like everybody to have higher TAKS scores, but what I'd really like is for the curriculum to be strengthened for all students," Edwards said.

CFMPA has met with CFISD Superintendent Dr. David Anthony and discussed the necessity of increasing the rigidity of the curriculum.

"I have had one or two meetings with the officers of the CFMPA since last November and we did discuss student performance issues," Anthony said. "We have also discussed the existing requirements for middle school students to access higher level courses."

Edwards said that the district hasn't been listening to their protests for a strengthening the curriculum, but that the district cites growth, which she said they knew was going to occur.

There is no science to why these kids aren't passing, she said.

"The district has been coming up with excuses," Edwards said. "Take money math away and put algebra back in for everybody."

"Although meetings with CFMPA have not been frequent or regular, I would disagree that I have been unresponsive to concerns about the issues that they have raised," Anthony said. "I have a scheduled meeting with the CFMPA and I will present information regarding these issues.

"During the discussion of that topic," Anthony said, "we did address student expectations for all students in the on-level curriculum. However, I would disagree with a blanket statement that our curriculum lacks rigor, regardless of the level of the courses."

Anthony said the number of National Merit Scholars and graduates who attend top-tier universities from the school district are a critical indicator of the rigor of curriculum.

"Absolutely, there are specific student groups and areas of the curriculum, such as mathematics and science, where student performance on the state assessment must improve," Anthony said. "That is not a curriculum issue alone."

Edwards believes a more challenging curriculum will allow students to not only score higher on TAKS prepared for them for life after school.

"I've had two children go through school one was an average student and the other was a rocket scientist," Edwards said. "The average son was kept in upper level courses and the rigor of the curriculum helped him in his college career."

Anthony said that all courses are part of a college preparatory curriculum.

"Courses are advanced or on-level, except in the cases of students with severe learning disabilities," Anthony said. "The history of CFISD is one of successful academics, so the rigor of the curriculum is not a debatable issue."

Sixty-eight percent of students in the district apply for college, Anthony said.

"This does not account for the countless number of students who attend college a year or two after graduating from high school," Anthony said. "Certainly, the overall percentage of students who earn AP credit, who are successful in dual-credit courses and who attend college following their high school graduation also indicates the quality of the CFISD curriculum and instructional program."

"It is incumbent upon the school district to teach learning skills," Edwards said. "If you've only been learning Dick and Jane for 12 years how are they supposed to know anything else," Edwards said.

Anthony said that CFISD's goals include focusing on improving the student performance of economically disadvantaged students, African-American students and Hispanic students and in all students for science and math.

Now Playing:

"I am convinced that we will see significant improvement in those areas this year," Anthony said.